Background
Methods
Participants and recruitment
Questionnaire
Physical/Psychomotor | Cognitive | Affective |
---|---|---|
Physical Activity | Understanding how to move in Physical Activity and Sport | Motivation |
Motor Competence | Knowledge of Physical Activity | Self-Efficacy |
Fundamental Movement Skills | Knowledge of Movement | Confidence |
Physical Fitness | Knowledge of Awareness of Importance of Physical Activity for Health | Self-Competence |
Positive Physical Activity Behaviours | Understanding how to improve in Physical Activity and Sport | Valuing Physical Activity |
Engaging in Movement | Creativity in a range of Physical Activity and Sport | Enjoyment |
Responsibility for own participation in Physical Activity and Sport | Interaction with others in Physical Activity in Sport | |
Resilience | ||
Physical Activity Attitudes |
-
Are you aware of any existing definitions of physical literacy? (Yes of No)
-
How would you rate your expertise in the area of physical literacy? (0=None at all, 5= I consider myself an expert)
-
Consider the following list [see Table 1 for the list shown] and rate your views on the importance of each as a component/element of Physical Literacy (1 ‘Not a component of Physical Literacy’, 2 ‘Small Component of Physical Literacy’, 3 ‘Important Component of Physical Literacy’, and 4 ‘Vital Component of Physical Literacy’).
Data processing
Awareness (n = 909) | Perceived Expertise (n = 844) | Role title of respondents | n | % of Total | |
---|---|---|---|---|---|
Coach | 47% | 39% | Coach/Instructor | 345 | 33.3 |
PE Teacher | 74% | 67% | Post Primary PE teacher (specialist) | 205 | 19.8 |
Decision Maker | 70% | 40% | Programme Manager/Lead | 125 | 12.1 |
Sports/Physical Activity Coordinator | 87 | 8.4 | |||
Service Provider | 38 | 3.7 | |||
Sports Leader | 41 | 3.9 | |||
Advocate | 12 | 1.2 | |||
Higher Education | 86% | 69% | College/University Lecturer | 64 | 6.2 |
Researcher | 15 | 1.5 | |||
Education | 53% | 38% | Primary Teacher | 62 | 6 |
School Principal | 32 | 3.1 | |||
Post Primary (non PE) teacher | 7 | 0.7 | |||
Pre-school Teacher | 1 | 0.1 |
Physical Literacy Components | Mean | SD |
---|---|---|
Physical Activity | 3.644 | 0.606 |
FMS | 3.620 | 0.617 |
Enjoyment | 3.525 | 0.718 |
Motor Competence | 3.376 | 0.706 |
Understanding how to move | 3.355 | 0.668 |
Engaging in Movement | 3.347 | 0.656 |
Valuing PA | 3.285 | 0.784 |
Motivation | 3.256 | 0.784 |
Knowledge and Awareness of Importance of PA for Health | 3.206 | 0.772 |
Positive PA Behaviour | 3.203 | 0.725 |
Confidence | 3.176 | 0.781 |
Responsibility for participation in PA and Sport | 3.172 | 0.779 |
Self Efficacy | 3.066 | 0.771 |
PA Attitudes | 3.045 | 0.773 |
Self Competence | 3.042 | 0.761 |
Interaction with others in sport | 3.002 | 0.818 |
Understanding how to improve PA and Sport | 3.000 | 0.759 |
Resilience | 2.895 | 0.814 |
Creativity range of PA and Sport | 2.891 | 0.800 |
Knowledge of Movement | 2.865 | 0.817 |
Knowledge of PA | 2.834 | 0.822 |
Physical Fitness | 2.713 | 0.816 |
Physical Literacy Domains | ||
Physical/Psychomotor | 3.3171 | 0.45444 |
Affective | 3.1435 | 0.55819 |
Cognitive | 3.046 | 0.55149 |
Data analysis
Between groups
Within groups
Qualitative
Results
Participant overview
Physical literacy roles held by respondents
Awareness of existing definition, and perceived expertise in physical literacy
Ranking of importance of physical literacy components
Between stakeholder groups: differences in perceived importance
One-way MANOVA: assumptions
One way-MANOVA: results
Bootstrap 95% Confidence Interval (10,000 samples) | |||||||||
---|---|---|---|---|---|---|---|---|---|
Dependent Variable | Df | Df Error | F | ηp2 | Stakeholder | Means | SE | Lower Bound | Upper Bound |
Physical/ Psychomotor* | 4 | 845 | 6.741 | 0.031 | HE University | 3.432 | 0.05 | 3.329 | 3.534 |
Non-Specialist Teacher | 3.43 | 0.05 | 3.337 | 3.523 | |||||
PE Teacher | 3.416 | 0.03 | 3.35 | 3.481 | |||||
Coach | 3.277 | 0.03 | 3.222 | 3.331 | |||||
Decision Maker | 3.247 | 0.03 | 3.191 | 3.303 | |||||
Cognitive* | 4 | 845 | 4.507 | 0.021 | HE University | 3.056 | 0.07 | 2.941 | 3.191 |
Non-Specialist Teacher | 3.196 | 0.06 | 3.083 | 3.309 | |||||
PE Teacher | 3.163 | 0.04 | 3.083 | 3.242 | |||||
Coach | 3.003 | 0.03 | 2.937 | 3.069 | |||||
Decision Maker | 2.997 | 0.03 | 2.929 | 3.066 | |||||
Affective* | 4 | 845 | 4.582 | 0.021 | HE University | 3.189 | 0.05 | 3.063 | 3.316 |
Non-Specialist Teacher | 3.314 | 0.05 | 3.199 | 3.416 | |||||
PE Teacher | 3.227 | 0.04 | 3.146 | 3.307 | |||||
Coach | 3.112 | 0.04 | 3.045 | 3.179 | |||||
Decision Maker | 3.069 | 0.04 | 3 | 3.138 |
HE University | Non-Specialist Teacher | Coach | PE Teacher | ||
---|---|---|---|---|---|
Non-Specialist Teacher | Physical/Psychomotor | 0.0006 | |||
Cognitive | -0.1425 | ||||
Affective | -0.131 | ||||
Coach | Physical/Psychomotor | .1709* | .1703* | ||
Cognitive | 0.0721 | .2146* | |||
Affective | 0.073 | .2040* | |||
PE Teacher | Physical/Psychomotor | 0.0111 | 0.0104 | -.1598* | |
Cognitive | -0.1162 | 0.0263 | -.1883* | ||
Affective | -0.0539 | 0.0772 | -0.1269 | ||
Decision Maker | Physical/Psychomotor | .1844* | .1844* | 0.0142 | .1740* |
Cognitive | 0.0621 | .2046* | -0.01 | .1783* | |
Affective | 0.1162 | .2472* | 0.0432 | 1700* |
Within stakeholder groups: Differences in perceived importance
Qualitative: What does physical literacy mean to you?
Social benefits | Movement vocabulary and safety | Lifelong journey | Personal benefits |
---|---|---|---|
Social skills | Language of sport | Life span | Mindful and aware of the body and confident |
Relate well to others | Self-awareness of one’s own body | Respond to the demands of life | Mental attitude and strength |
Competent within society for life | Ability to move your body effectively in order to carry out tasks and avoid injury | Philosophy of movement and activity | Body Mind awareness |
Participate in a meaningful way in society | Body's needs and limits to enjoy physical activity safely | Better life choices | Emotional and cognitive benefits |
Become a better citizen | Achieve optimal movement | Personal development and fulfilment |